Childminder in Bexley

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder creates a warm and nurturing environment that considers the needs of all children. She thoughtfully adapts the range of suitably ambitious activities on offer. The childminder takes into account children's feelings and the support they need to join in. The childminder meticulously observes children's learning in order to extend their thinking. Children develop a strong motivation to learn. The childminder supports children to have extended time at activities. She interacts with them in a way that deepens their understanding. Children are able to develop focus and concentration skills. They persevere and try hard as they practise and develop key learning.

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The provision is good

The childminder selects resources that fascinate children. She gets to know children well and explores their individual talents and interests. The childminder considers the needs of children with special educational needs and/or disabilities (SEND). She makes links with external partners where appropriate. All children develop positive attitudes to their learning.

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The provision is good

The childminder builds strong relationships with children and their families. She creates a supportive environment where children can flourish. All children receive the attention they need to feel important. Children develop high levels of self- esteem and happiness. All children behave well in the childminder's nurturing care. The childminder develops an ambitious and flexible curriculum that supports all children to learn a variety of skills.

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need to do better?

n The childminder plans a curriculum to support all children to learn a variety of skills. She closely observes children to understand in detail how they are learning. The childminder extends children's knowledge to help them to reach their developmental milestones. n The childminder has a strong understanding of the way children learn. She is able to confidently identify any gaps in children's learning. The childminder uses regular assessment to identify what children need to learn next and to support their development. n The childminder interacts with children well. She asks questions and repeats and reinforces the vocabulary that she wants children to learn. The childminder seeks advice from experts when supporting children with SEND. She understands the advice she is given by external partners. However, the childminder does not always embed specialist strategies consistently across her practice to help children with SEND to extend their communication skills further.

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need to do better?

n The childminder understands that parent partnerships are important. Parents and carers report that their children are happy in the childminder's care. They

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need to do better?

14 March 2025 say that children feel excited to attend her setting. Parents say that the information given to them by the childminder helps them to extend their children's learning at home. This promotes consistency in children's learning and development. n The childminder understands that it is important for children to learn about differences. She creates an environment where children can ask questions. The childminder promotes kindness and respect in her setting. She provides children with opportunities to meet other people. This helps children to develop tolerance and respect for other people inside and outside their community. n The childminder understands that it is important for children to do things for themselves. She supports children to learn how to dress themselves, prepare for meals and make choices about what they want to learn. Children feel confident as they gain the skills and knowledge that they need to be independent.

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need to do better?

n The childminder creates clear routines for all children. She understands that strong expectations help children to feel safe and secure. For example, the childminder repeats activities and explains to children what will happen next during the day. This helps children to feel emotionally safe and secure. n The childminder teaches children to be kind to others. For example, she supports children to share and take turns. Children learn about the feelings of others. This helps children to behave well. n The childminder is reflective of her practice. She regularly carries out research to understand more about how children learn. The childminder creates continuous professional development opportunities that are closely linked to children's needs. This helps the childminder's teaching skills to continue to develop over time.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop how strategies for supporting children with SEND are implemented to help all children to develop their communication and language skills further.

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Setting details

Unique reference number EY434420 Local authority Bexley Inspection number 10376240 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 22 May 2019

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Information about this early years setting

The childminder registered in 2011. She lives in Erith, in the London Borough of Bexley. The childminder operates her service all year round, from 7.30am to 5pm, Monday to Friday. She provides government funded childcare and holds a childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 March 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

14 March 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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